RJ04 - Describe the inquiry activity you will use for your informal assessment review. Explain what science practice(s) it will teach and how you plan to assess them.
The inquiry activity that I will use for my informal assessment review is a lesson that I recently presented on the topic of cloning. The lesson was planned for a 90 minute time block and involved several steps to develop student ideas and understanding of the scientific benefits and dangers of cloning different organisms. The students had background knowledge of how traits were inherited through generations and they had an understanding of dominant and recessive traits. The purpose of the lesson was to introduce the idea of cloning, explain how it is done, and have the student participate in an inquiry activity where they decided whether or not certain organisms should be cloned. This lesson tied in a real life aspect to the unit of genetics and brought fourth some current events that tied in to what they have learned.
We had not discussed cloning at all in any previous class so I began the class by asking the students to perform a "chalk talk" of the pros and cons of cloning based on any prior knowledge that they had. This hooked the students in and brought out some interesting questions and comments. Next, I showed a short video clip that had a very general explanation of cloning, how it is done and a clip of the first sheep that was cloned. http://www.teachertube.com/view_video.php?viewkey=90fab627f8893bd0c36f
This was a good activity. What will you do in the future to emphasize the science practices the students are using? - fogleman Feb 19, 2009
The inquiry activity went as follows: 1. Teacher instructs class of what is expected of them and passes out group recording sheets and articles. 2. Teacher explains exactly how they will be graded. The grading starts as soon as the group receives their articles! 3. Each table is provided with 3-4 articles regarding the cloning of a particular organism. Each table will have a different organism. The organisms are endangered animals, extinct animals, pets, plants, and farm animals. 4. As a group, they must pick a group leader, a task master, a time keeper, and a presentation organizer. 5. They must use the articles to come up with information to answer the questions on the group recording sheet. 6. They must then come up with a presentation to report their findings in an effective way to the class. 7. Teacher walks around and grades the students on staying on task and contributing effectively to their group. Presentations: 1. With ½ an hour left to the period, the group work is complete and everyone is ready to present. 2. Each group presents their information. 3. Teacher complete grading sheet by grading their presentation and behavior during their classmate’s presentations. 4. After each presentation, teacher asks entire class: “Who agrees with the cloning this organism? Who disagrees?“ Take poll by show of hands. 5. Collect group recording sheets after presentations. The grading of this activity was both informal and formal. I walked around the classroom as they worked and I assessed their contribution to their group and their ability to stay on task. During their presentation, I graded their individual participation in the presentation on a more formal level.
GSEs
Scientific Inquiry
• Collect data
• Communicate understanding & ideas
• Design, conduct, & critique investigations
• Represent, analyze, & interpret data
• Question and hypothesize
• Use evidence to draw conclusions
• Use tools, & techniques
Through this lesson, the students collected their own data to present to the class on the specific organism that they were assigned. They were required to find their own information from current event articles regarding the subject and develop an effective way to present their ideas to their peers. They were encouraged to come up with their own standpoint on the subject based on their information and use their evidence to prove to the class that their points were valid. They were free to use any form of presentation that they found appropriate in the given time they were given to prepare.
RJ04 - Describe the inquiry activity you will use for your informal assessment review. Explain what science practice(s) it will teach and how you plan to assess them.
The inquiry activity that I will use for my informal assessment review is a lesson that I recently presented on the topic of cloning. The lesson was planned for a 90 minute time block and involved several steps to develop student ideas and understanding of the scientific benefits and dangers of cloning different organisms. The students had background knowledge of how traits were inherited through generations and they had an understanding of dominant and recessive traits. The purpose of the lesson was to introduce the idea of cloning, explain how it is done, and have the student participate in an inquiry activity where they decided whether or not certain organisms should be cloned. This lesson tied in a real life aspect to the unit of genetics and brought fourth some current events that tied in to what they have learned.
We had not discussed cloning at all in any previous class so I began the class by asking the students to perform a "chalk talk" of the pros and cons of cloning based on any prior knowledge that they had. This hooked the students in and brought out some interesting questions and comments. Next, I showed a short video clip that had a very general explanation of cloning, how it is done and a clip of the first sheep that was cloned. http://www.teachertube.com/view_video.php?viewkey=90fab627f8893bd0c36f
This was a good activity. What will you do in the future to emphasize the science practices the students are using? -
The inquiry activity went as follows:1. Teacher instructs class of what is expected of them and passes out group recording sheets and articles.
2. Teacher explains exactly how they will be graded. The grading starts as soon as the group receives their articles!
3. Each table is provided with 3-4 articles regarding the cloning of a particular organism. Each table will have a different organism. The organisms are endangered animals, extinct animals, pets, plants, and farm animals.
4. As a group, they must pick a group leader, a task master, a time keeper, and a presentation organizer.
5. They must use the articles to come up with information to answer the questions on the group recording sheet.
6. They must then come up with a presentation to report their findings in an effective way to the class.
7. Teacher walks around and grades the students on staying on task and contributing effectively to their group.
Presentations:
1. With ½ an hour left to the period, the group work is complete and everyone is ready to present.
2. Each group presents their information.
3. Teacher complete grading sheet by grading their presentation and behavior during their classmate’s presentations.
4. After each presentation, teacher asks entire class: “Who agrees with the cloning this organism? Who disagrees?“ Take poll by show of hands.
5. Collect group recording sheets after presentations.
The grading of this activity was both informal and formal. I walked around the classroom as they worked and I assessed their contribution to their group and their ability to stay on task. During their presentation, I graded their individual participation in the presentation on a more formal level.
GSEs
Scientific Inquiry• Collect data
• Communicate understanding & ideas
• Design, conduct, & critique investigations
• Represent, analyze, & interpret data
• Question and hypothesize
• Use evidence to draw conclusions
• Use tools, & techniques
Through this lesson, the students collected their own data to present to the class on the specific organism that they were assigned. They were required to find their own information from current event articles regarding the subject and develop an effective way to present their ideas to their peers. They were encouraged to come up with their own standpoint on the subject based on their information and use their evidence to prove to the class that their points were valid. They were free to use any form of presentation that they found appropriate in the given time they were given to prepare.